Can Serious Games Contribute to Developing and Sustaining 21st Century Skills?

Roméro, Margarida; Usart, Mireia; Ott, Michela

doi:10.1177/1555412014548919

Cited by 162 publications

(94 citation statements)

References 54 publications

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“…The game environment presents a set of intuitive rules and tools that enable learners to understand the rules of the work environment relatively quickly and easily and to build a custom game activity together that is appropriate for a certain purpose and audience. Integrated learning activities through digital games call for a wide range of learning skills, such as training and practice, independent search for and location of information, research and knowledge construction, and the acquisition of higher-order thinking skills (Jong, Lee & Shang, 2013;Romero, Usart & Ott, 2015). Whereas the use of pre-prepared game learning may be limited in terms of its ability to implement the acquired knowledge in new and variable situations and in terms of its ability to provide students with opportunities for creating knowledge, the use of game generators allows independent development of educational games by the learners and thus expands the potential inherent in integrating games into studies.…”

Section: Literature Reviewmentioning

confidence: 99%

Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

2019

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Aim/PurposeThe current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games.Changing the Learning Environment 62 reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers' perception of the learners. Recommendations for PractitionersTeacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for ResearchersFuture studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment.Impact on Society Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future ResearchA larger study with a greater number of participants, including a control group, should be conducted.

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Section: Literature Reviewmentioning

confidence: 99%

Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

2019

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“…A similar case has been made by Maddux (1986), Mellon (1996), Molnar (1997), Schifter (2008) and Romero et al (2014) It is a belief among 90% of the authors that many E&T scholars have been influenced by the values, perspectives, behaviours and decisions of earlier scholars. In this light, the E&T academic domain should not be seen simply as an assembly of theories and findings, but rather as a means of building up a contextual framework within which current and future generations act and react.…”

Section: Committee Of the Association For Educational Communications mentioning

confidence: 89%

Academic domains as political battlegrounds

Lily¹,

Foland²,

Stoloff³

et al. 2016

Information Development

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This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.

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“…Perkembangan teknologi informasi adalah salah satu kemajuan yang dicapai manusia pada abad 21 (Ardi & Yendi, 2013;Carley & Spapens, 2017;O'Neill et al, 2017;Romero, Usart, & Ott, 2015;Sheikh, Sood, & Bates, 2015). Dalam dekade terakhir, berbagai cabang penelitian dan pengembangan dilakukan berkaitan dengan teknologi ini.…”

Section: Pendahuluanunclassified

Social Media and the Quality of Subjective Well-Being; Counseling Perspective in Digital Era

Ardi¹,

Sukmawati²

2018

Preprint

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Various studies in the information technology revealed that there has been a change in the trend of internet use in recent years. Internet users in the world prefer to spend time accessing the internet through the social media. Social media with a variety of platforms provides special communities with their own uniqueness and allows users to share lots of content. The members involves creates a new social community with various phenomena, both positive and negative. Counselors in the millennium era are required to have the insight and knowledge that is qualified to deal with the well being conditions of individuals from activities in social media. Counselors are also required to have specific skills in providing handling with the condition of well being individuals related to the impact of activities on social media.

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Can Serious Games Contribute to Developing and Sustaining 21st Century Skills?

Cited by 162 publications

References 54 publications

Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

Academic domains as political battlegrounds

Social Media and the Quality of Subjective Well-Being; Counseling Perspective in Digital Era

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